Pupil's perceptions of guidance and counselling services offered in selected secondary schools of Mazabuka district, Zambia
Date
2016
Authors
Mweemba, Bestridah .M.
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study was designed to establish pupils’ perceptions of guidance and counselling services
provided in selected secondary schools in Mazabuka district. It was guided by the following
objectives: to identify the types of guidance and counselling services provided in secondary
schools, to examine how guidance and counselling services are provided to pupils in secondary
schools, to establish the challenges faced by secondary school pupils in accessing guidance and
counselling services and to determine pupils’ perceptions of the guidance and counselling
services offered in secondary schools. A qualitative approach of the descriptive survey design
was used which followed both qualitative and quantitative methods. Four schools where picked
as study sites, two missions, a co-education private school and a government co-education rural
boarding/day school. The sample size of the study was 371 participants: 4 head teachers, 4
guidance and counselling teachers and 363 pupils. Stratified, random and purposive sampling
techniques were adopted to select participants. Data collection tools included questionnaires,
focus group discussion and interview guides. Qualitative data was analyzed thematically while
the quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS)
software version 20. The study revealed that social, vocational, educational, personal, health,
spiritual and moral guidance and counselling services were offered to pupils. However, some
schools stressed more importance to particular types of guidance and counselling to pupils in
particular grades at the expense of other types and pupils in other grades. Pupils were dissatisfied
with the provision of career guidance and counselling services. Guidance and counselling
services were provided on one-on-one basis and in group sessions, with the majority of pupils
having preference to individual mode. Challenges which were highlighted as being faced by
pupils in accessing guidance and counselling services included: lack of self-confidence, lack of
materials accompanied by poor physical facilities, gender of guidance and counselling teachers
and little or no time by the guidance teachers and pupils. The study further indicated that despite
the challenges pupils faced in accessing guidance and counselling, it was perceived as a
worthwhile component of the education system by the majority of the pupils. The study
recommended that all the essential types of guidance and counselling services be provided
equitably if more pupils are to access the services and perceive them positively. Challenges that
pupils face in accessing guidance and counselling services should be curbed in schools by
ensuring their privacy and confidentiality, GCE to run independent from guidance and
counselling department, schools to have male and female guidance teachers and ensure an
adequate allocation of guidance and counselling materials.
Description
Keywords
Educational counselling--Zambia , Counselling services-Secondary schools--Zambia , Guidance services-Secondary schools--Zambia